An Investigation of Pre-service Visual Arts Teachers’ Perceptions of Computer Self-Efficacy and Attitudes Towards Web-based Instruction
DOI:
https://doi.org/10.46328/ijres.v6i4.1454Keywords:
Visual arts education, Pre-service teacher, Computer self-efficacy, Web-based instruction, AttitudeAbstract
This study aimed to examine the pre-service visual arts teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction studying at the Faculties of Education. Their perceptions of computer self-efficacy and attitudes towards web-based instruction were compared by the variables of gender, class and academic success based on causal comparison method. The participants of the study consisted of 250 pre-service teachers who received visual arts education at the Faculties of Education at Marmara, Necmettin Erbakan, Atatürk and Gazi Universities. Data were collected through Perceptions of Computer Self-efficacy Scale and Attitudes Towards Web-based Instruction Scale. The findings showed that the pre-service visual arts teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction were high. In addition, pre-service teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction differed by gender and year of study. There were significant positive correlations between pre-service visual arts teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction.References
Doğru, O. (2020). An investigation of pre-service visual arts teachers’ perceptions of computer self-efficacy and attitudes towards web-based instruction. International Journal of Research in Education and Science (IJRES), 6(4), 629-637.
Downloads
Published
Issue
Section
License
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material.
The author(s) of a manuscript agree that if the manuscript is accepted for publication in the International Journal of Research in Education and Science (IJRES), the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions.
Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
